AQ Student Affairs PD

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Information about AQ Student Affairs PD

Published on August 4, 2009

Author: coxsar


Disability & Issues of Equity : Disability & Issues of Equity Please watch the following and jot down notes, thoughts etc. We will sharing…….. Slide 3: We learn, when we respect the dignity of the people, that they cannot be denied the elementary right to participate fully in the solutions to their own problems. Self respect arises only out of people who play an active role in solving their own crises and who are not helpless, passive, puppet-like recipients of private or public services. To give people help, while denying them a significant part in the action, contributes nothing to the development of the individual. In the deepest sense, it is not giving but taking - taking their dignity. Denial of the opportunity for participation is the denial of human dignity and democracy. It will not work. From "Rules for Radicals" by Saul D. Alinsky, 1971. Slide 4: “Our awareness of the reality of disability is limited because we live in a society geared towards people whose bodies and minds are fully functioning. This may seem strange when one considers that disability or illness can happen to anyone at any moment of their lives - it is an inevitable part of the human experience. Nevertheless, society is organised in such a way as to treat disability as an exceptional circumstance that requires special and, in the main, separate provision which is often inadequate and serves only to maintain the divisions and lack of understanding between able-bodied and disabled people”. Colin Barnes citation here A short exercise… : A short exercise… Working in a group look at these myths about disabled people…elect a speaker to provide your group feedback and responses. Discuss and formulate the fact behind the myth. In your feedback comment on the group’s dialogue, etc. Myth 1: Wheelchair use is confining; people who use wheelchairs are "wheelchair-bound." Myth 2: People who are blind acquire a "sixth sense." Myth 3: It is all right for people without disabilities to park in accessible parking spaces, if only for a few minutes. Myth 4: Most people with disabilities cannot have sexual relationships. Myth 5: People with disabilities are brave and courageous. Slide 6: Fact1: A wheelchair, like a bicycle or an automobile, is a personal assistive device that enables someone to get around. Fact 2: Although most people who are blind develop their remaining senses more fully, they do not have a "sixth sense." Fact 3: Because accessible parking spaces are designed and situated to meet the needs of people who have disabilities, these spaces should only be used by people who need them. Fact 4: Anyone can have a sexual relationship by adapting the sexual activity. People with disabilities can have children naturally or through adoption. People with disabilities, like other people, are sexual beings. Fact 5: Adjusting to a disability requires adapting to a lifestyle, not bravery and courage. European Cultural heritage : European Cultural heritage Early Christianity brought a period of sympathy and pity toward people with disabilities. Churches organized services for people with disabilities within their congregations and homes. Many Christians held superior attitudes towards people with disabilities which resulted in a general loss of autonomy. To many, disability represented impurity of some kind. This impurity could be purged through workshop and forgiveness of sins, including the belief that with enough prayer and rituals, the disability could be eliminated. European Cultural heritage : European Cultural heritage During the Middle Ages, Christians became fearful of people with disabilities as their attraction to supernaturalism increased. People with disabilities were not only ridiculed, but persecuted as well. Disability became a manifestation of evil. The Renaissance brought the initiation of medical care and treatment for people with disabilities. The Renaissance is where the so-called "charity model" and "medical model" began. Education was available to people with disabilities for the first time in Western recorded history. An enlightened approach to social norms and dreams for a better future seemed to encourage active participation of people with disabilities in their respective communities. The "charity model" is based upon a benevolent society which provides services based upon a presumption of "what is best" for those served. Meanwhile…in the colonies : Meanwhile…in the colonies The first settlers of the American colonies would not admit people with disabilities because they believed such individuals would require financial support. Colonists enacted settlement laws to restrict immigration of many people, including those with disabilities. This did not, of course, prohibit people with disabilities from being born in the colonies or from acquiring disabilities after they were already settled there. So, skipping a few hundred years we arrive at……. : So, skipping a few hundred years we arrive at……. ……the ultimate abuse during the 1930s in Hitler's Germany. People with disabilities, most notably those with mental retardation and mental illness, became the Gestapo's first guinea pigs in medical experimentation and mass execution. Before Hitler's SS began mass extermination of Jews, Gays and Lesbians and other minorities and their supporters, people with disabilities were all put to death by Hitler's concentration camp staff. ‘Fitter families and perfect babies : ‘Fitter families and perfect babies Recurring themes……… : Recurring themes……… Life after Woodstock…. : Life after Woodstock…. It was not until the social change movement during the 1960s were major services for people with disabilities seriously considered by federal legislation. However, much of 20th century social social theory still typically followed medical judgments in identifying people with disabilities. Leading to social science approaches that analyzed disability as a form of social deviance and sickness. It was largely left to people with disabilities to develop their own critique of the conventional approaches to disability Attitudes and Behaviors inherited : Attitudes and Behaviors inherited The history of how people treated those with disabilities gives us the attitudes and behaviors of today. Attitudes of non-disabled people toward people with disabilities (and people with disabilities to people with different disabilities than their own) are generally based on: Projection Ideal Body Generalization Atonement Spread Ultimately, negative behaviors resulting from these attitudes are: : Ultimately, negative behaviors resulting from these attitudes are: Abuse - verbal, visual, emotional or physical Avoidance - institutionalization, isolation, no communication or eye contact Patronization - talking down to, taking care of, assuming incapacities The historical legacy: themes today : The historical legacy: themes today Cut-backs in the welfare state, rationing of services 'Do Not Resuscitate' policies (decided by medical staff) for some people with disabilities; Growing demands for voluntary euthanasia which, in some cases, can be misused to dispose of a 'burdensome’ person; The prospect of designer babies, using the knowledge gleaned from the Genome Project, further marginalizing people with impairments Many of the prejudiced attitudes that still exist today have their foundations in these longstanding historical influences. Various aspects of medical treatment and care in the USA, UK and Europe are causing great concern to the disability movement, e.g. Slide 17: “A green apple is more like a red apple than different, and a person with a disability is more like people without disabilities than different. One out of every five Americans has a disability. Like gender, ethnicity, and other traits, disability is a natural part of life and doesn’t have to be a barrier to a person’s success!” Kathie Snow, parent, author, trainer Student Affairs Professionals… : Student Affairs Professionals… Definition of a disability…. : Definition of a disability…. Views disability as difficulty performing socially expected activities such as work for pay, and explicitly recognizes the interaction of the environment and pathologies/impairments to cause disabilities. The Americans with Disabilities Act (ADA) rests upon the Nagi framework and recognizes that improvements in the environment (access to public transportation, workplace accommodations, etc.) can reduce disability and thus improve the inclusion of all people. Source: SaadNagi (1969, 1991) Slide 20: This framework recognizes that improvements in the environment can reduce disability and improve inclusion of all people. Recognition that individuals move from the presence of a health condition to a point at which the condition begins to impinge on activities that are socially expected of them. The ADA Amendments Act of 2008 (ADAAA) : The ADA Amendments Act of 2008 (ADAAA) Expands the definition of major life activity to include activities such as reading, concentrating, and thinking. Eliminates the use of mitigating measures as a basis for denying accommodations, with some exceptions “Regarded as” clarified to provide protection to individuals whether or not the impairment is perceived to limit a major life activity Who is disabled?..... includes people with: : Who is disabled?..... includes people with: Physical impairments; Sensory impairments; Chronic illness or health issues, including HIV and AIDS; All degrees of learning difficulties; Emotional, mental health and behavioral problems. The definition also includes people with hidden impairments, such as: : The definition also includes people with hidden impairments, such as: Epilepsy; Diabetes; Sickle cell anemia Specific learning difficulties, such as dyslexia; Speech and language impairments; Children labeled as 'delicate'; People who identify as 'disfigured'; People of diminutive stature; People with mental distress. Relevant Statistics : Relevant Statistics About nine percent of all undergraduates in higher education report having a disability, a percentage that has tripled in the last two decades (Leyser& Greenberg 2008). Students with psychiatric disabilities represent the fastest growing population of students with disabilities on college campuses (Belch &Marshak, 2006). The American College Health Association Survey (2007) found that ten percent of college students had been diagnosed with depression. Students with learning disabilities represent a large portion of the population, ranging from four to seven percent in recent surveys (Anctil, et al., 2008; Leyser&Grennberg, 2008). The Changing Student : The Changing Student Many require more services and supports beyond accommodations (more case management, learning supports) Many more require more crisis intervention Their difficulties are increasingly more complex More have dual or multiple conditions More students are taking medications for mental health conditions ‘Our Student’ : ‘Our Student’ Eighteen year-old freshman Attended high school at a small, private boarding school Always had difficulties with managing homework and classroom assignments Received frequent extensions on assignments and was often able to stay after class to finish exams (but had no formal accommodation plan) Was diagnosed with ADHD, combined type during senior year after a math teacher suggested an evaluation Began AQ excited and optimistic but quickly became overwhelmed Spent most days in dorm room and evening out with friends Did not register with the Disabilities Office until the last three weeks of the semester ‘Our Student’ continued…. : ‘Our Student’ continued…. Referred to the Health Center Currently in treatment for anxiety and depression  Negotiated incompletes in courses  Working in weekly sessions with a learning specialist. Eligible for academic accommodations (extended time on tests and exams, extensions on papers and assignments) extensions on papers and assignments)  Received special housing accommodations (a single room) The Changing Student Further Examined…The Students : The Changing Student Further Examined…The Students Are much more aware of their learning profiles  Are inquisitive and curious Are savvy Expect individualized and specialized services Know the lawfor the most part Are more vocal/ are not afraid to speak up  Expect advisors, professors, and other university staff to be aware of disability  Expect to be accommodated Slide 29: Handicap VS Disability Definitions: : Definitions: Handicap: A situation or barrier imposed by society, the environment, or oneself. Disability: A functional limitation that interferes with a person’s ability to walk, talk, hear, learn, etc. Examples: : Examples: Handicap: Building with steps, but no ramp. No accessible parking spots. Sidewalks without ramps. Examples: : Examples: Disabilities: Mobility Impairments Epilepsy Learning disabilities Hearing Impairments Visual Impairments Person First Language : Person First Language It’s the “Person First,” Then the Disability Person First Language : Person First Language Speak of the person first, then the disability. Example: There are times that someone’s disability is relevant to the conversation. Use Language such as: has a learning disability, utilizes a wheelchair, has a physical disability Don’t say: learning disabled, wheelchair bound, crippled Person First Language : Person First Language Emphasize abilities, not limitations. Example: When you are introducing someone without a disability would you say, “This is my friend Julie. She doesn’t have a disability.” OR “This is my friend Julie. She’s an amazing photographer” Don’t patronize - do use age appropriate interactions. Person First Language : Person First Language Don’t label people as a part of a disability group (i.e. “the disabled”) Choice and independence are very important for people with disabilities (just as for everyone.) Allow a person with a disability to do or speak for him or herself as much as possible. Now onto the Workshop….building equitable access for all : Now onto the Workshop….building equitable access for all Creating a climate that fosters equal access for our students with disabilities may require systemic changes on our campus. Go to: : Go to:

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